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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
PSY 7864 Capella University Data Analysis & Application Template Research Paper
Instructions Complete the following for this assignment: You will complete this assignment using the Data Analysis and App ...
PSY 7864 Capella University Data Analysis & Application Template Research Paper
Instructions Complete the following for this assignment: You will complete this assignment using the Data Analysis and Application template (DAA Template [DOC]).Refer to IBM SPSS Step-by-Step Guide: One-Way ANOVA [DOC] for additional information on using SPSS for this assignment.If necessary, review the Copy/Export Output Instructions [HTML]
to refresh your memory on how to perform these tasks. Your submission
should be in narrative format with supporting statistical output (table
and graphs) integrated into the narrative in the appropriate places (not
all at the end of the document).As you work on this assignment, you may find the Data Set Instructions [DOC] helpful. You will analyze the correlations among the following variables in the grades.sav data set: section.quiz3. Step 1: Write Section 1 of the DAA: The Data Analysis Plan. Briefly describe the goal of your analysis.State your research question, null, and alternate hypothesis.Specify the variables used in this analysis (predictor, outcome) and the scale of measurement of each variable.State the sample size (N) and the alpha level you will use (.05 unless otherwise specified).Explain why the analysis is a good choice based on the nature of your variables. Step 2: Write Section 2 of the DAA: Testing Assumptions. Articulate and test the assumptions of ANOVA.Paste the SPSS histogram output for quiz3 and discuss your visual interpretations.Paste SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.Paste the SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.Paste the SPSS output for the Shapiro-Wilk test of quiz3 and interpret it.Report the results of the Levene test and interpret it.Explain whether the assumptions of ANOVA are met. If assumptions
are not met, discuss how to ameliorate violations of the assumptions. Step 3: Write Section 3 of the DAA: Results and Interpretation. Paste the SPSS output of the means plot and provide an interpretation.Also report the means and standard deviations of quiz3 for each level of the section variable.Paste the SPSS ANOVA output and report the results of the F test. Include the following
Degrees of freedom.F value.p value.Calculated effect size.Interpretation of the effect size.Finally, if the omnibus F is significant, provide the SPSS post-hoc (Tukey HSD) output.Interpret the post-hoc tests. Interpret statistical results against the null hypothesis and state whether it is accepted or rejected. Step 4: Write Section 4 of the DAA: Statistical Conclusions. Provide a brief summary of your analysis and the conclusions drawn.Analyze the limitations of the statistical test.Provide any possible alternate explanations for the findings and potential areas for future exploration. Step 5: Write Section 5 of the DAA: Application. Analyze how you might use this statistical approach in your field and what the potential implications would be. Submit your DAA template as an attached Word document in the assignment area.Readings Read about how to apply your knowledge of ANOVA and run some analyses in SPSS. George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). New York, NY: Routledge.
Chapter 12, pages 159–168, describes how to run an ANOVA in SPSS. Field, A. (2018). Discovering statistics using IBM SPSS: North American edition (5th ed.). Thousand Oaks, CA: Sage.
Review Chapter 12’s information on post hoc procedures and output from one-way ANOVAs to help you with your assignment. The 7864 Course Study Guide [PDF] highlights
content to focus on as you read and absorb the materials. You may also
find some additional articles with direct relevance to your field here.
Mathematics Lesson Plan
Details:Design a lesson plan on one subject from Topics 1-6 and provided in
the topics list from your instructor. Inclu ...
Mathematics Lesson Plan
Details:Design a lesson plan on one subject from Topics 1-6 and provided in
the topics list from your instructor. Include the following:
Overview: Write an introduction to the class
activity. Include the purpose of the activity and desired
outcome.
Objectives: The objectives should be specific and
measurable.
Time: How long will the activity take when
implemented in the classroom?
Materials: Describe any materials that are needed
to conduct the lesson.
Activity: Provide a detailed description of the
activity. Write all steps from the instruction of the
assessment.
Presentation: Complete a PowerPoint presentation
that could be used in class to teach the lesson plan.
Notes: The PowerPoint should include presentation
notes.Your lesson plan may be in any form approved by the instructor.GCU style is not required, but solid academic writing is expected.Refer to “Final Project: Lesson Plan and Presentation Scoring
Guide,” prior to beginning the assignment to become familiar
with the expectations for successful completion.You are required to submit this assignment to Turnitin. Refer to the
Student Success Center for directions.
Glendale Community College T Test Practicing Statistical Analysis
Part 1Can a student mentor improve the grades of freshman high school students? Complete parts A-D. You want to determine ...
Glendale Community College T Test Practicing Statistical Analysis
Part 1Can a student mentor improve the grades of freshman high school students? Complete parts A-D. You want to determine if pairing an incoming freshman with a sophomore in a mentor–mentee relationship will enhance the freshman’s overall grade. You recruit sophomores who are willing to mentor students in their majors for their first terms. You then recruit freshmen who are interested in having mentors. Freshmen who apply to this program will be assigned to the mentor group (and will be given mentors) or to the control group (no mentor) on an alternating basis. Those in the mentor group are to meet their mentors in person once a week at a time of their choosing. All freshmen, in both groups, agree to submit their transcripts at the conclusion of the term.CodebookVariable: groupDefinition: Mentor group assignmentType: Categorical (1 = No mentor, 2 = In-person mentor)Variable: gradeDefinition: Student’s overall gradeType: Continuous (0–100)A.Write the hypotheses.B. Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.C.Run the t test and document your findings (ns, means, and significance [p value]).D.Write an abstract up to 200 words detailing a summary of the study, the t test results, hypothesis resolution, and implications of your findings.Part 2Are men and women of significantly different ages when they become parents?From the General Social Survey (GSS) 2018 database (https://gssdataexplorer.norc.org/ (Links to an external site.)), you will analyze the results of a t-test with the variables sex and agekdbrn applied to the model.You must refer to the following SPSS output information provided here, if you are to complete both parts of the assignment, Chapter 5 Practice Exercises Data Output Report.htmWrite the hypothesesAssess each criterion of the pretest checklist (normality, homogeneity of variance, and n). Interpret the outcome. In up to 200 words, write a detailed summary and interpretation of the t test results, state your hypothesis resolution, and discuss the implications of the findings. -To receive full credit for this assignment, you must submit a written abstract that contains your full written analysis/interpretation of the data as per both outcomes of each t-test.
STAT200 Lynn University Statistics of Entrepreneurship Paper
please read the file attached everything is in that file. this paper is on stattistucs about entrepreneurship
STAT200 Lynn University Statistics of Entrepreneurship Paper
please read the file attached everything is in that file. this paper is on stattistucs about entrepreneurship
linear equations of flags
Attached the instructions for the project and an example of the project too.Please read it and the instructions carefully ...
linear equations of flags
Attached the instructions for the project and an example of the project too.Please read it and the instructions carefully as it is in the example.
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University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I wil ...
University of Maryland Global Campus Discussion Post
Attached are 4 discussion post. Basic honestly more of myths, and perspective. IT IS NOT ACTUAL MATH PROBLEMS.
I will also place 2 classmate post for a response. Unable to post until I post my initial post. Please be aware I will also need responses to post
POST 1
If my learning path in ALEKS is any indication, transcription errors seem to be my biggest problem, followed by the occasional interpretation error. Several of my failures to clear a topic without providing an incorrect answer are the result of either typing/clicking the wrong number or symbol (a malfunctioning mouse isn’t helping) or seeing a word problem like one I’ve just completed and failing to catch one of the variables in the word problem was changed. You’d think by now I’d realize I won’t see the exact same problem twice! As a result, I’ve learned I need to double-check my entries before I hit submit, and make sure I pulled the right numbers out of a word problem.
Since starting this course, my confidence level has risen slightly. I attribute this in large part to ALEKS and how it approaches introducing topics. I find myself making it through probably 80-90% of the problem sets it throws at me without making any errors. The learning path and explanation buttons seem to be all I need in most cases - I’ve really only opened the textbook when doing the problem sets to see how my assigned problem lines up with the examples listed.
Classmates for response Week3:
Ryan
1. Agree or disagree with one of the Math Myths listed above. Find a link to one article on the Internet to support your response.
I agree with all of the myths listed except for myths 1 and 5. I do believe that the most important thing in math (as far as the U.S. education system appears to be concerned with) is getting the correct answer. In addition, I believe that math is a very logical and calculating field that often requires a keen analytical mindset. I do not agree with the statement that men are better than women at math in natural sense as this could be blamed on a societal construct versus anything from nature. For example, teachers often underestimate the ability of females to perform math functions, leading many of them to abandon the idea of pursuing a professional career in the field by the 8th grade (AAUW 2). While this is obviously a hot-take that is not true in the slightest, it is easy to see this being the case from a historical point of view. However, times have changed and this is no longer the case. Women have pursued careers in this field at a much higher rate; so much so that I can say that I’ve only had 1 or 2 male math teachers in my entire life versus dozens of female teachers. In addition, I am not above admitting that I am not that great at math and I am sure there are plenty of women within this class and outside of here that are much better at math than me. This statement, while dated and continuously evolving, is simply incorrect.
2. Share your own current or former feelings of math anxiety. Explain how you plan to deal with it in this course.
This is the first time I’ve heard this phrase before and I can genuinely say that I have a pretty rough case of math anxiety. When I first registered for classes at UMGC, I contacted my advisor and told her to tell me what the simplest math class is because I am “too stupid for anything else”. Part of that is just my sense of humor but another part of that is because I have always struggled with math and I was just saying how I felt albeit lightheartedly. Preparation is my key to getting through this anxiety; ensuring I stay ahead of the work and don’t have to rush through everything at a later date to avoid the feeling of being overwhelmed will help me avoid these thoughts. After all, I’ve made it this far by doing this and I can make it through this class by keeping this up.
Works Cited:
AAUW. The Myth of the Male Math Brain. American Association of University Women. No Date. https://www.aauw.org/resources/article/the-myth-of-the-male-math-brain/
Daniel
I'll address Math Myth #1: Aptitude for math is inborn. I disagree with the statement - to a point. However, there a certain stereotypes associated with math that have elements of truth which tie in to this myth. I recall listening to a podcast a couple years ago which broke down the "Asians are good at math" stereotype and why it often appears to be true. Perhaps the thing I found most intriguing was discussion of a Chinese language (I don't recall if it was Cantonese, Mandarin, or both) and how it is constructed in such a way that numbers can be communicated much more efficiently than in English. Rather than having weird linguistic constructs like "eleven, "twelve", "fourteen" and "thirty-seven", the Chinese language(s) use mono-syllabic words to say "one ten and one", "one ten and two", "one ten and four", and "three tens and seven". Additionally, aspects of culture play into approach to learning as well. So, aptitude for math isn't inborn, but some people are exposed to things at an early age and given tools that enable them to excel at math.
The article I found supports both points of view, and basically concludes that certain abilities related to mathematics, such as pattern recognition, may be inborn; however, crunching numbers isn't can't exist without numbers and a way to write and say them. dissenting viewpoint addresses precisely what I described in the previous paragraph.
Article Link: http://www.scienceclarified.com/dispute/Vol-2/Do-humans-have-an-innate-capacity-for-mathematics.html
PSY 7864 Capella University Data Analysis & Application Template Research Paper
Instructions Complete the following for this assignment: You will complete this assignment using the Data Analysis and App ...
PSY 7864 Capella University Data Analysis & Application Template Research Paper
Instructions Complete the following for this assignment: You will complete this assignment using the Data Analysis and Application template (DAA Template [DOC]).Refer to IBM SPSS Step-by-Step Guide: One-Way ANOVA [DOC] for additional information on using SPSS for this assignment.If necessary, review the Copy/Export Output Instructions [HTML]
to refresh your memory on how to perform these tasks. Your submission
should be in narrative format with supporting statistical output (table
and graphs) integrated into the narrative in the appropriate places (not
all at the end of the document).As you work on this assignment, you may find the Data Set Instructions [DOC] helpful. You will analyze the correlations among the following variables in the grades.sav data set: section.quiz3. Step 1: Write Section 1 of the DAA: The Data Analysis Plan. Briefly describe the goal of your analysis.State your research question, null, and alternate hypothesis.Specify the variables used in this analysis (predictor, outcome) and the scale of measurement of each variable.State the sample size (N) and the alpha level you will use (.05 unless otherwise specified).Explain why the analysis is a good choice based on the nature of your variables. Step 2: Write Section 2 of the DAA: Testing Assumptions. Articulate and test the assumptions of ANOVA.Paste the SPSS histogram output for quiz3 and discuss your visual interpretations.Paste SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.Paste the SPSS descriptives output showing skewness and kurtosis values for quiz3 and interpret them.Paste the SPSS output for the Shapiro-Wilk test of quiz3 and interpret it.Report the results of the Levene test and interpret it.Explain whether the assumptions of ANOVA are met. If assumptions
are not met, discuss how to ameliorate violations of the assumptions. Step 3: Write Section 3 of the DAA: Results and Interpretation. Paste the SPSS output of the means plot and provide an interpretation.Also report the means and standard deviations of quiz3 for each level of the section variable.Paste the SPSS ANOVA output and report the results of the F test. Include the following
Degrees of freedom.F value.p value.Calculated effect size.Interpretation of the effect size.Finally, if the omnibus F is significant, provide the SPSS post-hoc (Tukey HSD) output.Interpret the post-hoc tests. Interpret statistical results against the null hypothesis and state whether it is accepted or rejected. Step 4: Write Section 4 of the DAA: Statistical Conclusions. Provide a brief summary of your analysis and the conclusions drawn.Analyze the limitations of the statistical test.Provide any possible alternate explanations for the findings and potential areas for future exploration. Step 5: Write Section 5 of the DAA: Application. Analyze how you might use this statistical approach in your field and what the potential implications would be. Submit your DAA template as an attached Word document in the assignment area.Readings Read about how to apply your knowledge of ANOVA and run some analyses in SPSS. George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). New York, NY: Routledge.
Chapter 12, pages 159–168, describes how to run an ANOVA in SPSS. Field, A. (2018). Discovering statistics using IBM SPSS: North American edition (5th ed.). Thousand Oaks, CA: Sage.
Review Chapter 12’s information on post hoc procedures and output from one-way ANOVAs to help you with your assignment. The 7864 Course Study Guide [PDF] highlights
content to focus on as you read and absorb the materials. You may also
find some additional articles with direct relevance to your field here.
Mathematics Lesson Plan
Details:Design a lesson plan on one subject from Topics 1-6 and provided in
the topics list from your instructor. Inclu ...
Mathematics Lesson Plan
Details:Design a lesson plan on one subject from Topics 1-6 and provided in
the topics list from your instructor. Include the following:
Overview: Write an introduction to the class
activity. Include the purpose of the activity and desired
outcome.
Objectives: The objectives should be specific and
measurable.
Time: How long will the activity take when
implemented in the classroom?
Materials: Describe any materials that are needed
to conduct the lesson.
Activity: Provide a detailed description of the
activity. Write all steps from the instruction of the
assessment.
Presentation: Complete a PowerPoint presentation
that could be used in class to teach the lesson plan.
Notes: The PowerPoint should include presentation
notes.Your lesson plan may be in any form approved by the instructor.GCU style is not required, but solid academic writing is expected.Refer to “Final Project: Lesson Plan and Presentation Scoring
Guide,” prior to beginning the assignment to become familiar
with the expectations for successful completion.You are required to submit this assignment to Turnitin. Refer to the
Student Success Center for directions.
Glendale Community College T Test Practicing Statistical Analysis
Part 1Can a student mentor improve the grades of freshman high school students? Complete parts A-D. You want to determine ...
Glendale Community College T Test Practicing Statistical Analysis
Part 1Can a student mentor improve the grades of freshman high school students? Complete parts A-D. You want to determine if pairing an incoming freshman with a sophomore in a mentor–mentee relationship will enhance the freshman’s overall grade. You recruit sophomores who are willing to mentor students in their majors for their first terms. You then recruit freshmen who are interested in having mentors. Freshmen who apply to this program will be assigned to the mentor group (and will be given mentors) or to the control group (no mentor) on an alternating basis. Those in the mentor group are to meet their mentors in person once a week at a time of their choosing. All freshmen, in both groups, agree to submit their transcripts at the conclusion of the term.CodebookVariable: groupDefinition: Mentor group assignmentType: Categorical (1 = No mentor, 2 = In-person mentor)Variable: gradeDefinition: Student’s overall gradeType: Continuous (0–100)A.Write the hypotheses.B. Run each criterion of the pretest checklist (normality, homogeneity of variance, and n) and discuss your findings.C.Run the t test and document your findings (ns, means, and significance [p value]).D.Write an abstract up to 200 words detailing a summary of the study, the t test results, hypothesis resolution, and implications of your findings.Part 2Are men and women of significantly different ages when they become parents?From the General Social Survey (GSS) 2018 database (https://gssdataexplorer.norc.org/ (Links to an external site.)), you will analyze the results of a t-test with the variables sex and agekdbrn applied to the model.You must refer to the following SPSS output information provided here, if you are to complete both parts of the assignment, Chapter 5 Practice Exercises Data Output Report.htmWrite the hypothesesAssess each criterion of the pretest checklist (normality, homogeneity of variance, and n). Interpret the outcome. In up to 200 words, write a detailed summary and interpretation of the t test results, state your hypothesis resolution, and discuss the implications of the findings. -To receive full credit for this assignment, you must submit a written abstract that contains your full written analysis/interpretation of the data as per both outcomes of each t-test.
STAT200 Lynn University Statistics of Entrepreneurship Paper
please read the file attached everything is in that file. this paper is on stattistucs about entrepreneurship
STAT200 Lynn University Statistics of Entrepreneurship Paper
please read the file attached everything is in that file. this paper is on stattistucs about entrepreneurship
linear equations of flags
Attached the instructions for the project and an example of the project too.Please read it and the instructions carefully ...
linear equations of flags
Attached the instructions for the project and an example of the project too.Please read it and the instructions carefully as it is in the example.
Earn money selling
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